Pedagogy strives to open cracks and provoke learning, unlearning and relearning, detachments and new engagements; pedagogies that seek to plant seeds, not dogmas or doctrines, to clarify and redress paths, and to move horizons of theorizing, thinking, doing, being, being, feeling, looking and listening – individually and collectively – towards the decolonial (Catherine Walsh , 2014). Based on Catherine Walsh’s research, published in Pedagogías decoloniales, this Congress proposes to bring together various ways to critically and poetically read the world and intervene in the reinvention of society and interfere with the established pedagogical order. The congress aims to give a voice to those with emancipating educational histories, disobedient experiences, strategically forgotten knowledge and usurped memories.